2026-10-082026-10-082026-09-04PEREIRA, Marina Rodrigues Lopes. O ensino da avaliação funcional do assoalho pélvico: um manual didático para o planejamento docente baseado por competências. 2026. 59 f. Orientador: Ediléa Monteiro de Oliveira. Dissertação ( Mestrado em Ensino em Saúde na Amazônia) - Centro de Ciências Biológicas e da Saúde, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/343AbertoDiafragma pélvicoSaúde da mulherCompetência profissionalPelvic diaphragmWomen's healthProfessional competenceDissertaçãoCiências da SaúdeCiências da Saúde::Fisioterapia e Terapia OcupacionalCiências Humanas::Educação::Ensino-Aprendizagem::Tecnologia EducacionalIntroduction: The Brazilian Association of Physiotherapy in Women’s Health provides recommendations for teaching this curricular component, emphasizing the importance of developing professional competence in pelvic floor assessment during undergraduate physiotherapy education. Despite these recommendations, the literature indicates that this examination is often not taught, as its intimate nature frequently limits the availability of appropriate learning environments and teaching methodologies for practical training. Therefore, effective and active educational strategies are needed to facilitate students’ acquisition of the required competencies. Objective: To develop an educational product incorporating active learning methodologies for competency-based teaching of pelvic floor functional assessment within the physiotherapy curriculum. Methods: This was a descriptive, exploratory, cross-sectional study with a mixed-methods approach. An integrative literature review (ILR) was conducted based on the following guiding question: “Which active learning methodologies promote competency acquisition in women’s health education?” In addition, a situational diagnosis was performed through remote meetings with physiotherapy students from the State University of Pará, providing the basis for the development of a didactic manual. Subsequently, the manual entitled “Functional Pelvic Floor Assessment: A Didactic Manual for Competency-Based Teaching Using Active Learning Methodologies” was evaluated. Participants in both the situational diagnosis and the evaluation phases were selected according to predefined inclusion and exclusion criteria. Data collection instruments were developed by the researcher using Google Forms and administered after participants provided written informed consent. Quantitative data were analyzed using the Shapiro–Wilk test to assess normality and the R software (version 4.5.2), with the gtsummary and Likert packages. Qualitative data were analyzed using thematic categorical content analysis. Results: The ILR demonstrated that practical active learning methodologies, such as simulation, and approaches that promote clinical reasoning, including the flipped classroom and case-based learning, enhance competency development in women’s health education. Consistent with these findings, the situational diagnosis, involving 11 undergraduate students, identified the lack of practical training and opportunities to develop clinical reasoning as the main weaknesses in the educational process. Based on these findings, a didactic manual was developed and evaluated by 12 physiotherapy faculty members from different higher education institutions in the state of Pará. The evaluation demonstrated high acceptance, with agreement rates ranging from 75% to 93%, highlighting the manual’s relevance, significance, and effectiveness in achieving its proposed educational objectives. Conclusion: The didactic manual demonstrated potential for applicability and has the potential to facilitate competency-based teaching and learning, supporting both faculty members responsible for the discipline and undergraduate physiotherapy students.PPG-ESA - Fundamentos e metodologias em ensino na saúde na Amazônia